Faculty Spotlight: Renée D’Elia-Zunino

1. Tell us about your instructional background.

My teaching philosophy centers on adapting to the unique needs and interests of my learners. I prioritize strength-based assessments, beginning by understanding what my students are passionate about. By tapping into their interests, I help them connect their passions to the language and culture they are studying. This approach allows students to focus on topics that resonate with them personally. For instance, if a student enjoys playing the guitar, I might encourage them to compose a song in Italian and perform it in class. If another student loves poetry, I would ask them to write and recite a poem in Italian on a topic we are exploring. These hands-on, meaningful activities not only make learning rewarding but also demonstrate that acquiring a foreign language can be fun and approachable.

Last semester, I developed an Italian course specifically for engineering students. These students were enrolled in Applied Human Factors and Art (IE493) and Introduction to Material Sciences (MSE201) and were preparing for a mini-term in Italy. Recognizing the importance of equipping them with basic language skills and cultural knowledge, I designed the course to introduce fundamental Italian while exposing them to fascinating cultural insights about the regions they would visit. The class was incredibly successful, allowing me to share my love for Italian culture with students who might not have otherwise considered taking a language course.

Additionally, I offered a COIL (Collaborative Online International Learning) course last spring as part of my Ita342/414 class. In collaboration with the University of Palermo in Sicily, students participated in a project titled Everyday Life: Well-being and Happiness. Through this initiative, students engaged with their peers abroad, fostering cross-cultural communication and learning from one another. The experience cultivated strong bonds, cultural awareness, and engaging discussions on topics such as healthy eating habits, digital detox strategies, happiness mapping, and mindful physical activities.

Ultimately, my goal is to create opportunities for learners to enjoy what they are working toward while making their educational journey both enriching and memorable.

2. TLI values the teaching philosophies of the university’s faculty.

Teaching is an art, and I approach it as a mission to inspire and engage students. My goal is to create a learning environment that mirrors real communication. Using props, pictures, and active listening exercises, I introduce new vocabulary and encourage students to respond dynamically. This interactive approach allows students to discuss current events and their own culture, fostering comfort and engagement. By incorporating humor, such as playfully addressing Italian stereotypes, I help students feel at ease while immersing them in the cultural context of the language.

I employ open-ended scenarios, such as role-playing, to encourage students to become cultural investigators and active participants in their own learning. Activities such as music, games, online news, and short videos bring the target language to life, making lessons both relevant and stimulating. Students also explore other disciplines through the target language, gaining insights into cultural perspectives while expanding their vocabulary using tools such as newspapers and social networks.

While I embrace innovative methods, my approach remains rooted in tradition: the best way to learn a language is by speaking it. In class, I insist on Italian-only conversations,reassuring students that mistakes are part of the process. I emphasize effort over perfection and encourage peer support to foster a collaborative spirit. Even on challenging days, students are motivated to participate actively, keeping the classroom lively and inclusive.

This blend of creativity, technology, and traditional methods ensures that students not only learn but also enjoy the process of mastering a new language.

3. With these examples in mind, would you please share how you have been able to positively impact your students?

Creating a comfortable learning environment is essential, and I use humor to help students feel at ease, reduce anxiety, and foster an inclusive atmosphere where they can engage confidently. By encouraging active participation, I empower students to take ownership of their language development, transforming them into active participants in their own learning journey.

I strive to foster cultural awareness by integrating authentic cultural elements, such as live meetings on Zoom with Italian vendors (gelato, pastry, and fresh pasta stores seem to be favorites). I also “take” students to small-town supermarkets, fairs, or homes. Students love to see and learn firsthand about life in Italy; watching a video is just not the same. These real-world contexts help students connect the language to its cultural roots while broadening their perspectives. Additionally, I encourage students to support one another, fostering a sense of community within the classroom. This collaborative spirit keeps students engaged and motivates them to contribute to each other’s success.

This emphasis on collaboration has also led to the creation of a vibrant Italian Club, established in 2001. The Italian Club is a testament to the students’ passion for the language and culture. The events organized by the club serve as opportunities for bonding, creating a home for its members, welcoming newcomers, and becoming an integral part of their learning experience.

By combining creativity, empathy, structure, and innovation in my teaching approach, I ensure that my students not only learn the language but also develop a deeper appreciation for its cultural significance—all while enjoying the process.

In my WLC394 mini-internship course, where language students serve as peer mentors in elementary or intermediate language classes, I incorporate three essential elements that I believe are critical to the success of any student pursuing a degree at UT: empathy, Clifton Strengths with purpose, and career competencies and readiness. To foster empathy, I utilize the Finding Common Ground certificate developed by UT professors Mark Rash and Laura Knight. Clifton Strengths assessments help students identify and leverage their unique talents with intention, while career competencies prepare them for professional growth and readiness.

4. In your years of teaching students, do you have a specific experience that you draw on or a highlight that has significantly impacted your career?

I have been teaching at UTK for 27 years, and it has been an incredible journey filled with memorable experiences, especially with students who faced unique challenges. One of the most

inspiring moments in my career was teaching a blind student who was captivated by the sound of Italian and wanted to join my class. I adapted my lesson plans to be translated into Braille and encouraged her to participate in all extracurricular activities, including a soccer tournament. The experience was as enriching for me as it was for her, teaching me new ways to make language learning accessible and inclusive.

Over the years, I have had the privilege of teaching many voice majors who focused on mastering proper Italian pronunciation. It brings me great joy to see them thriving in their successful careers. I have also taught students who aspired to become doctors, studying in Italy, or high school Italian teachers. Regardless of their paths, one constant remains: their deep love for the Italian language and culture.

Then there are the students who have never been to Italy. I love offering them the opportunity to study there during the summer, such as through our program’s Bologna study abroad experience, which is always life-changing. It’s incredibly rewarding to start with a student who initially takes my class “just” to fulfill a language requirement and watch them grow into someone who minors or majors in Italian because they’ve fallen completely in love with everything about it—the professors, the Italian Club, the study abroad opportunities, and the topics explored in our courses. Their motivation escalates and knows no boundaries.

This shared passion is what inspires me every day. Seeing my students connect with the beauty of the language and carry that enthusiasm into their futures motivates me to continue teaching with dedication and joy.

5. Based on your experiences and the professional perspective you have shared, what do you think about the future of teaching, learning, and faculty life in higher education?

Teaching is a mission that must be embraced with passion and dedication. Great teachers who positively influence their students are invaluable, but the learning process requires effort, commitment, and sometimes compromise. These qualities are essential for personal growth and for shaping responsible, engaged citizens of the world.

Faculty in higher education bear a profound responsibility to educate young minds, providing them with the tools to express their thoughts and opinions while guiding them in evaluating pros and cons, weighing positives and negatives, and developing critical thinking skills.

College remains a transformative space where individuals learn not only academic knowledge but also how to become thoughtful, informed contributors to society.

It is in this environment that students discover their potential and prepare to navigate the complexities of the world with confidence and purpose. As long as we are allowing our students to learn with purpose (gone should be the days when a student walks into the room simply to be lectured – how boring), we guarantee excitement and intellectual stimulation. Learning to serve students’ interests and goals is where we should be headed, with a focus on well-being and career readiness, which are essential to building resilience, reducing stress, and supporting success.